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Term III Science Lesson

Jin Xie
Lesson to be taught: Monday, November 14th
4 students
Pedagogical Focus
My pedagogical focus is to use multimodal strategies in order to appeal to different
types of learners as well as to engage the learner holistically.
Students will investigate how virus-borne diseases as well as how germs (bacteria)
spread through the process of modeling how a germ would spread from person to
person. Additionally, they will explore best preventative techniques in stopping the
contamination of a virus-borne illness and germs. Right now the fifth graders are
conducting their own research projects on different diseases. I thought that this
science project lesson fit in well with the unit they are exploring in class by allowing
students to model the progression of how diseases spread as well as test out which
preventative method is most effective.
I will incorporate a short kinesthetic activity in the beginning in which I will be
infected and put glo germ on my hands. As they enter the classroom, I will shake
all of their hands and hand out pencils and paper. I will enforce the norms of group
work respectful engagement with their peers, listening while other people are
talking, and respecting the materials.
I will debrief about glo-germ and what the material consists of.
We will begin with generating a list of what causes germs to spread. Then, we will
watch two short videos on how pandemics spread to hook the students into why this
is important.
After watching the videos, I will debrief group work and set up the conditions for the
lesson. I will have them rub their hands with glo-germ. In pairs of two, the students
will test out which method works best (hand washing with soap or hand sanitizer).
Then, I will shine a blacklight on the group to show that because I had germs and
shook their hands, they now all have germs. In pairs, each of them will test out
different methods (hand sanitizer, plain water, regular soap, and antibacterial soap).
I chose to carry out this activity and exploration in how germs spread because the
students are currently reading Fever by Laurie Halse Anderson in literacy and are
researching different diseases as well. This helps them better understand the
interconnectedness between how diseases/germs spread and the importance of
implementing best methods in preventing this spread. Additionally, this lesson
integrates nicely into other interdisciplinary focuses in which the students are delving
into the different aspects of diseases and germs. The video component, kinesthetic
modeling, pair work, written work with graphic organizers, and whole group sharing
allow for students to access multimodal forms of learning, which allows the lesson to

Carin Xie 12/7/16 9:53 AM

Comment [1]: I decided to change the
number of students I was using to four
students in order to allow all the students in
the class to work with me during a lesson at
least once. By making the groups smaller, I
was able to give all students a chance to
participate in one lesson.
Bergey, Nancylee 11/13/16 2:18 PM
Comment [2]: I am confused by a
simulation of modeling I would argue that a
simulation IS a model.
Carin Xie 12/7/16 10:25 PM
Comment [3]: I agree. I changed the
wording to make it more accurately reflect
the process of modeling.
Bergey, Nancylee 11/13/16 2:19 PM
Comment [4]: Maybe you should leave this
out? Germ evokes bacterium to me.

Carin Xie 12/7/16 10:24 PM
Comment [5]: See comment below in
Anticipating students responses and your
possible responses
Bergey, Nancylee 11/13/16 2:20 PM
Comment [6]: Lesson or activity

Carin Xie 12/7/16 9:56 AM
Comment [7]: Science lesson
Bergey, Nancylee 11/13/16 2:20 PM
Formatted: Strikethrough
Bergey, Nancylee 11/13/16 2:20 PM
Comment [8]: Something missing here?
Carin Xie 12/7/16 9:57 AM
Comment [9]: Inserted word to make
sentence more fluid.
Carin Xie 12/7/16 10:01 AM
Comment [10]: I revised the process of
infecting the room with glo-germ. Because
glo-germ wasnt as prominent under the
blacklight when transferred solely through
handshakes, I instead wiped the table at
which they would be working with glo-germ.
... [1]
Bergey, Nancylee 11/13/16 2:21 PM
Comment [11]: I do not know either!

Carin Xie 12/7/16 10:25 PM
Comment [12]: Glo-germ is a gel that
contains safe ingredients that simulate ...the
Carin Xie 12/7/16 10:19 PM
Comment [13]: I made a change to have one
student in the hand washing pair dry their
... [3]
Carin Xie 12/7/16 10:02 AM
Formatted: Strikethrough

serve different learning styles. Additionally, the exploratory and investigative nature
of the experiment allows for differentiation in the degree to which students can
pursue their understanding of different concepts.

Explore how germs spread and which preventative methods are the most
effective; in this way, the lesson will look at integrative concepts by testing how
everyday practices relate to the broader spread of disease and germs. Students will
hypothesize which will be the most effective and then later in the closure explore
why their observations aligned or did not align with their hypotheses.
Scientific and Engineering Practices
3. Planning and carrying out investigations
4. Analyzing and interpreting data
6. Constructing explanations (for science) and designing solutions (for
Crosscutting Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
Disciplinary Core Ideas
(Life Sciences) LS2. Ecosystems: Interactions, energy, and dynamics
Materials and preparation
Glo-germ & blacklight
Video TED-Ed: (how germs
Video TED-Ed: (how
pandemics begin)
Hand sanitizer
Antibacterial soap
Regular non-antibacterial soap
Paper towels
Graphic organizer to record notes on each method.
o Hypothesis/predictions
o Observations with each method
o Why do you think the outcome/results differed from what you thought was
going to happen? Or, if your predictions were the same as the results, why
do you think this is the case?
Closure: sample paragraphs on effectiveness of different materials (after they
respond to which method they thought was effective)

Bergey, Nancylee 11/13/16 2:24 PM

Comment [14]: You are not the only one
who put this here, so I am worried that
something I did triggered this. I would
prefer that you break this up into Practices,
Cross-cutting Concepts and Core
Disciplinary Ideas you have at least one of
each here already. But they are not all
Cross-cutting concepts as this title seems to
Carin Xie 12/6/16 9:13 PM
Comment [15]: Made edits to better
organize and sort Practices, Cross-cutting
Concepts and Core Disciplinary Ideas.

Carin Xie 12/7/16 4:29 PM
Comment [16]: Viewed up to 1:00.
Bergey, Nancylee 12/7/16 10:34 AM
Comment [17]: I watched with videos,
which are impactful. However, I am not sure
that you should expect kids to get them in
one time through.
Carin Xie 12/7/16 10:26 PM
Comment [18]: Viewed up to 1:05. After
watching video: Why is this important?
Understanding how germs spread even
though it seems minor, it is so important in
preventing dangerous germs from getting
all over the world." (This also gives them the
opportunity to ask them to share their
disease research projects/impacts and the
importance of preventing spread of those
Carin Xie 12/7/16 4:26 PM
Comment [19]: Revised to only include one
type of soap: antibacterial.
Bergey, Nancylee 12/7/16 10:34 AM
Comment [20]: I dont think this belongs
here. If you mean that you need to create
these as material you are preparing, I still
think it is better at the end of your list. It
will help you to have the elements in the
order in which you will use them.

Carin Xie 12/7/16 4:09 PM
Comment [21]: Moved the paragraphs to the
end of the materials list.

Classroom arrangement and management issues

I will conduct this lesson in the copy room of PAS. The copy room also has a
bathroom in the vicinity, which the students will be able to use to wash their
hands and test out different types of soap.
Potential issues could arise from students getting off-task in which case I will
pose more investigative questions of why their results are turning out a certain

o I will welcome students into the classroom, while shaking their hands. I
will have put glo-germ on my hands before hand without their knowledge.
o Establish norms of group work and the time we have together (respectful
listening to peers, treating materials well, etc.).
o As a group: generate what a germ is and what causes it to spread.
o Video on how epidemics spread to show the importance of this activity.
o Explain glo-germ. Shine a blacklight on them to show how quickly germs
can spread.
Before lesson:
o Outline what our time together will look like. In pairs, they will test out
different preventative methods (hand sanitizer, plain water, and regular
soap) to see which is most successful at effectively preventing germs from
o Reinforce norms: respect materials and listen while others are speaking.
Make notes after each method.
o Pair off students.
During lesson:
o Each pair will test out a preventative method in daylight, then once
everyone has completed their method, we will shine the blacklight to see if
their method was effective. They will all test out the same method at the
same time to see if there are any discrepancies in how effective each pairs
method was.
o After we shine the blacklight, for each method, the students will talk with
their partners and record any notes on their graphic organizers. I will ask
them to note any differences or surprising things that came up and think
about why that may have happened.
o Group discussion: students will discuss which strategies they thought were
the most effective. Why do they think these are the most effective?
o What things were surprising?
o Any interesting methods in applying these methods?

Assessment of the goals/objectives listed above

Bergey, Nancylee 11/13/16 2:48 PM

Comment [22]: How many children will go
to the rest room at the same time? Will they
get glo-germ on the bathroom do handles?
(Is that even a problem?)
Carin Xie 12/7/16 4:10 PM
Comment [23]: I revised the structure of the
set up and decided to
Bergey, Nancylee 11/13/16 2:45 PM
Comment [24]: You ended up with prevent
twice in this sentence.
Bergey, Nancylee 11/13/16 2:45 PM
Formatted: Strikethrough
Carin Xie 12/7/16 5:07 PM
Comment [25]: Revised sentence: In pairs,
they will test out different preventative
methods to see which is most successful at
effectively inhibiting germs from spreading.
Bergey, Nancylee 11/13/16 2:47 PM
Comment [26]: This makes it sound like
each pair will use all four methods. That is
not the plan, is it?
Carin Xie 12/7/16 5:15 PM
Comment [27]: See comment below.
Bergey, Nancylee 11/13/16 2:50 PM
Comment [28]: If you are having every child
test all 4 methods, do you need to reapply
glo-germ after each?
Clearly, the alternative would be for each
pair to test one method and then compare
Given your time limit, I recommend that you
use this approach. And of course at the end
have everyone use the best method!
Applying what you have learned!

Carin Xie 12/7/16 5:17 PM
Comment [29]: I edited the process of
testing methods. Each pair tested a different
means of preventing germ spread (hand
washing vs hand sanitizer). Within the hand
washing pair, one person tested hand
washing and air drying their hands and the
other person tested hand washing using a
paper towel. The hand sanitizer pair had
one student use one pump of hand sanitizer
and the other student used two pumps of
hand sanitizer.
Bergey, Nancylee 11/13/16 2:52 PM
Comment [30]: What is the evidence?
Carin Xie 12/7/16 10:08 PM
Comment [31]: The evidence included
visual observation as well as comparing and
contrasting the effectiveness of each method.
By observing the illumination of each pairs
hands, the students were able to identify
... [4]

In addition to listening in on partner work and the group discussion, I will also
collect their graphic organizer with their notes to gain more insight into their
I will look for their scientific reasoning as to why their observations may have
differed from their actual results.

Anticipating students responses and your possible responses

I imagine that the question of how are bacteria different from viruses might come
up, as well as how the yellow fever fits into these categories. I will explain yellow
fever through the carrier of the Aedes aegypti mosquito (virus carried through
mosquito), and how this differs from how germs spread.
When hand sanitizers are effective:
o 60-90% alcohol hand sanitizers are more effective than lower percentage
hand sanitizers
Fact Monster

Bergey, Nancylee 11/13/16 2:52 PM

Comment [32]: I would like to see this.
Carin Xie 12/7/16 10:08 PM
Comment [33]: See attached graphic
organizer on web portfolio Science Term III
Bergey, Nancylee 11/13/16 2:53 PM
Comment [34]: Did you mean their

Carin Xie 12/7/16 10:09 PM
Comment [35]: Yes! Revised sentence: I will
look for their scientific reasoning in how
they explain why their observations may
have differed from their actual results.

Bacteria are tiny, one-celled living organisms that can only be seen with a
microscope. They live and breed in warm, moist environments in the body
and elsewhere, growing quickly and causing infection. Bacterial infections
can usually be treated with an antibiotic.

Bergey, Nancylee 11/13/16 2:54 PM

Comment [36]: In fact, I have heard that
even with soap and water, which is more
effective than hand sanitizers, the physical
activity of drying your hands on a towel is a
major factor.

Viruses are much! smaller than bacteria and cannot be seen with a
microscope. They grow inside the body and produce toxins (poisons) that can
cause rashes, aches, and fevers. Viruses cannot be killed with antibiotics.

Carin Xie 12/7/16 10:21 PM

Comment [37]: Interesting point to explore.
I included that portion in the lesson; see
above comment under Plan section.

For students who finish early, I will have them combine different methods (hand
sanitizer + regular water, etc.)
Having higher alcohol concentrations of hand sanitizer for students to test out.
Additionally, I will have them think about which method requires the least
amount of material to be effective and test that out.
I would want to include sentence starters for some students who may need more
scaffolding when explaining their scientific reasoning.

Bergey, Nancylee 11/13/16 3:30 PM

Comment [38]: OK all of this answers my
ambivalence about germs above. Your 5th
graders are sophisticated enough to
understand, with your help, that bacteria
and viruses are different (as your
definitions show) but that they are often
lumped together, along with other
annoyances) under the broader term germs,
as the first video shows.
Carin Xie 12/7/16 10:29 PM
Comment [39]: Agreed. They also have been
doing research on different types of diseases,
so many of them have a concept that there
are differences between bacterial and viral
Bergey, Nancylee 11/13/16 2:58 PM
Comment [40]: I dont think you will have
this kind of time, but in your future
classroom this could be an on-going
Carin Xie 12/7/16 10:27 PM
Comment [41]: Agreed. We ended up
cutting it close to the time allotted for the